Purpose: The purpose of this lesson is to teach students about identifying film genre through a study of the western genre.
Objectives:
Identify the elements to consider when analyzing genre
Determine elements of genre for the western
Understand what filming techniques are used as conventions for western films and how these support the genre
Lesson Plan Part One: Overt Instruction
The teacher will have a class discussion on elements of genre in film. The way the teacher will start the discussion is by asking the students, “What film genres do we know of?” As the students give responses, the teacher will make a list on the board of the students’ responses. The teacher will acknowledge that the students already have an understanding of film genre to begin with, "You may know the difference between these films but you may struggle with explaining how you know the difference. What elements define a genre?" The teacher will give the students a list of elements to consider when discussing a genre. The terms are:
Characters - types of characters/personalities that reappear
Settings - common places stories are set
Narrative Conflict - reoccurring conflicts (man vs. man, nature, himself, or technology)
Iconography - stereotypical objects or sounds
Style - patterns of filming techniques and production
Stars - actors/actresses famous for starring in a genre
The teacher will ask the students to write down the terms and definition into their notes for future reference. As the students are taking notes, the teacher will take the list of terms and turn them into different categories on the board. The teacher will then tell the students to make a categorical chart like the one on the board so that the students can take notes on a genre that is going to be previewed. Once the students are ready, the teacher will play three movie trailers from the western genre as the students take notes on what they observe for each element of genre. The three trailers: The Good, The Bad, and The Ugly The Cowboys The Quick and the Dead
After viewing the trailers, the students will share what they observed for characteristics of the western genre in groups. Each group will be assigned an element to discuss with the class, and present their collective notes and comments that element of the western genre. The teacher takes notes on the board and interjects comments to confirm or challenge their conclusions.
Lesson Plan Part Two: Situated Practice
For homework, students will use Voicethread to complete an assignment applying what they have learned about film metalanguage and the western genre to analyze movie stills. The Western Voicethread
The teacher will review some of the pictures in class.
Formative Assessment: As the students work in their groups the teacher will go around and observe whether the students are understanding what each of the elements of genre is and if they are defining them appropriately. Also, the teacher will be checking to make sure every student took notes and is contributing their ideas in the group. If any group seems confused the teacher will come by and address the situation. If many groups are confused the teacher will call the class into attention to address the situation.
Once the groups are done the teacher will have a representative from each group to stand and share their findings about their element with the class. Once every group has shared the teacher will expand on any important points about the western genre that the students did not cover.
The teacher will review the comments on the voicethread to be sure that students can apply what they have learned about film metalanguage and genre.
Sunshine State Standards:
LA.910.5.2.1: The student will select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation);
LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);
LA.910.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology)
Genre Study: The Western
Lesson on what classifies a film as "western"
Purpose: The purpose of this lesson is to teach students about identifying film genre through a study of the western genre.
Objectives:
Lesson Plan Part One: Overt Instruction
The teacher will have a class discussion on elements of genre in film. The way the teacher will start the discussion is by asking the students, “What film genres do we know of?” As the students give responses, the teacher will make a list on the board of the students’ responses. The teacher will acknowledge that the students already have an understanding of film genre to begin with, "You may know the difference between these films but you may struggle with explaining how you know the difference. What elements define a genre?" The teacher will give the students a list of elements to consider when discussing a genre. The terms are:
The teacher will ask the students to write down the terms and definition into their notes for future reference. As the students are taking notes, the teacher will take the list of terms and turn them into different categories on the board. The teacher will then tell the students to make a categorical chart like the one on the board so that the students can take notes on a genre that is going to be previewed. Once the students are ready, the teacher will play three movie trailers from the western genre as the students take notes on what they observe for each element of genre. The three trailers:
The Good, The Bad, and The Ugly
The Cowboys
The Quick and the Dead
After viewing the trailers, the students will share what they observed for characteristics of the western genre in groups. Each group will be assigned an element to discuss with the class, and present their collective notes and comments that element of the western genre. The teacher takes notes on the board and interjects comments to confirm or challenge their conclusions.
Lesson Plan Part Two: Situated Practice
For homework, students will use Voicethread to complete an assignment applying what they have learned about film metalanguage and the western genre to analyze movie stills.
The Western Voicethread
The teacher will review some of the pictures in class.
Formative Assessment: As the students work in their groups the teacher will go around and observe whether the students are understanding what each of the elements of genre is and if they are defining them appropriately. Also, the teacher will be checking to make sure every student took notes and is contributing their ideas in the group. If any group seems confused the teacher will come by and address the situation. If many groups are confused the teacher will call the class into attention to address the situation.
Once the groups are done the teacher will have a representative from each group to stand and share their findings about their element with the class. Once every group has shared the teacher will expand on any important points about the western genre that the students did not cover.
The teacher will review the comments on the voicethread to be sure that students can apply what they have learned about film metalanguage and genre.
Sunshine State Standards:
LA.910.5.2.1: The student will select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation);
LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);
LA.910.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology)